标题： 看见刻板印象 显示英文标题

标题： Seeing Stereotypes

摘要： 对刻板印象的依赖是人类决策过程中一个持久存在的特征，并且在教育环境中得到了广泛的记录，它可能会影响学生的信心、表现以及长期的人力资本积累。 尽管存在有效的技术可以减轻这些负面影响，但关键的第一步是确定教师是否能够在他们的职业环境中识别出刻板印象。 我们引入了刻板印象识别测试（SIT），这是一种新的调查工具，要求教师评估并评论从学校教科书中随机抽取的图片中是否存在刻板印象。 他们的回答系统地与内隐偏见（内隐联想测验，IAT）和外显偏见（关于教学刻板印象和社会价值的调查量表）的既定测量方法相关联。 我们的研究结果显示，SIT 是一种有效且可靠的刻板印象识别度量工具。 教师识别刻板印象的能力与可训练的特质（如内隐偏见意识和包容性教学实践）有关。 此外，提供有关内隐偏见的个性化反馈可使SIT分数提高0.25个标准差，进一步证明刻板印象识别具有可塑性，可以通过有针对性的干预措施加以改善。 显示英文摘要

摘要： Reliance on stereotypes is a persistent feature of human decision-making and has been extensively documented in educational settings, where it can shape students' confidence, performance, and long-term human capital accumulation. While effective techniques exist to mitigate these negative effects, a crucial first step is to establish whether teachers can recognize stereotypes in their professional environment. We introduce the Stereotype Identification Test (SIT), a novel survey tool that asks teachers to evaluate and comment on the presence of stereotypes in images randomly drawn from school textbooks. Their responses are systematically linked to established measures of implicit bias (Implicit Association Test, IAT) and explicit bias (survey scales on teaching stereotypes and social values). Our findings demonstrate that the SIT is a valid and reliable measure of stereotype recognition. Teachers' ability to recognize stereotypes is linked to trainable traits such as implicit bias awareness and inclusive teaching practices. Moreover, providing personalized feedback on implicit bias improves SIT scores by 0.25 standard deviations, reinforcing the idea that stereotype recognition is malleable and can be enhanced through targeted interventions.